Fluent Essays

Students are required to write a think piece (1050 words) about their personal perspectives on global issues, using personal narratives (does your personal “story” have an impact on how your see the world?). Students must also select an IR thinker, and through an understanding of their “story” must decide whether their life “narrative” may have influenced a specific idea/theory they developed or espoused. Students will be required at read ONE piece of academic work (at least 10 pages) written by the author. See pages 18-19 for additional information. other information you can find in the doc ;p York University Faculty of Liberal Arts and Professional Studies Department of Politics Politics 2940 6.0 (B) Introduction to International Politics Fall 2019/Winter 2020 Lectures: Wednesdays, 10:30am - 12:15pm Course Director: Dr. Monika Thakur Email: [email protected] Office: Ross Building S662 Office hours: Fall 2019: , or by appointment Winter 2020: , or by appointment Teaching Assistants: Thibault Biscahie Massoud Vahedi Robin Verrall The purpose of this course is to introduce students to the discipline of International Relations (IR), within Political Science. This course will strengthen students’ knowledge of the conceptual and theoretical debates in IR, as well as historical developments in the post-1945 period. The first part of the course (Fall semester) will examine various IR theoretical approaches, ranging from traditional problem-solving theories such as realist, liberal and Marxist perspectives to critical theories such as feminist, poststructuralist, constructivist, post-colonial and green perspectives. The second part of the course (Winter semester) will critically analyse contemporary issues such as the role of the UN, global environmental issues, specifically climate change, foreign policy decision-making, global economy and global trade, global poverty and international development, war, terrorism, nuclear weapons proliferation, and humanitarian intervention. By the end of this course students should be able to: · Use the strategies for critical thinking and analysis that they learn in the course to help develop a deeper understanding of the global political world and their position in it; · Provide evidence of some specialized knowledge of economic, political and social contexts in the post-1945 period; · Discuss critically, and write knowledgeably about, major IR theories, relating these both to contemporary events and to historical processes; · Demonstrate a critical understanding of and engagement with a wide range of IR academic literature related to the key themes in the course; · Demonstrate critical analytical skills, particular in relation to how meanings, definitions and truths are constructed; · Display their critical understanding of key issues through the development of a succinct writing style (for essays), and the ability to present complex arguments in class discussions; · Use their knowledge as a basis for further study or pursuing a career in International Relations; and for students of other academic disciplines, to exhibit sufficient knowledge of IR and to enable them to conceptualize the international dimensions of their chosen fields; and · Use their knowledge to be more engaged with and informed about global politics. · Skills development: analytical skills; writing and communication skills; critical thinking skills; problem-solving skills; presentation skills The required readings for the course: · Textbook: John Baylis, Steve Smith and Patricia Owens (Editors), The Globalization of World Politics (Oxford: Oxford University Press, 2017). The textbook is used in both Fall and Winter semesters. · Moodle: readings for Fall 2019, Week 9/10 (Green Theory – Paterson, 2013; Queer International Theory – Weber, 2015) and Winter 2020, Week 1 (Foreign Policy Analysis; Hill – 2013) ONLY will be posted on Moodle, respecting York University’s Fair Dealings guidelines · Short online sources (***): provided to help with understanding weekly topics. Academic Journals It is also essential that you keep up to date with debates in the field through the major journals, all of which are available electronically. Some journals you should consult: International Affairs; World Politics; Review of International Studies; Millennium: Journal of International Studies; International Studies Quarterly; American Political Science Review; Canadian Journal of Political Science; International Organization; International Security; Security Dialogue; European Journal of International Relations; Survival; Journal of Peace Research; Terrorism and Political Violence; Global Governance; SAIS Review; Foreign Affairs; Foreign Policy; and International Journal. Also worth perusing for articles in journals focusing on specific areas studies, such as Journal of Modern African Studies; Arab Studies Quarterly; Latin American Perspectives; Journal of Contemporary China; and Review of African Political Economy. Online News Students are also expected to stay abreast of current affairs throughout the semester by reading online newspapers such as The Globe and Mail, The Montreal Gazette, The National Post, The New York Times, The Washington Post, The Financial Times, International Herald Tribune, The Hill Times, etc.; or weekly magazines such as The Economist. You can also follow current affairs online on the BBC, CBC, CNN, AP, AFP, Reuters, The Conversation, Al-Jazeera, Politico, Vox, Quartz and the Intercept websites. It may be helpful to compare how global issues are presented on alternative news sources. Blogs and Website There are an increasing number of blogs devoted to international affairs, some of which repay regular visits: · The Monkey Cage: http://www.washingtonpost.com/blogs/monkey-cage/ · The Conversation: https://theconversation.com/global · Political [email protected]: http://politicalviolenceataglance.org/ · The Disorder of Things: https://thedisorderofthings.com/ · Duck of Minerva: http://duckofminerva.blogspot.com/ · Foreign Policy: http://www.foreignpolicy.com/ · Brookings: https://www.brookings.edu · Council on Foreign Relations: https://www.cfr.org/blog · E-International Relations: http://www.e-ir.info/category/blogs/ · Dan Drezner: https://www.washingtonpost.com/people/daniel-w-drezner/ · Stephen Walt: https://foreignpolicy.com/author/stephen-m-walt/ · The Crooked Timber: http://crookedtimber.org/ · E-International Relations: http://www.e-ir.info/category/blogs/ · Theory Talks: http://www.theory-talks.org International Organizations, Think tanks and NGOs See the websites for international and inter-governmental organisations such as the UN, UNDP, UNICEF, WHO, UNEP, WFP, World Bank, IMF, WTO, EU, and OECD/DCD-DAC. Finally, check out NGOs and think tanks, such as Oxfam; Red Cross; MSF; Save the Children; Global Policy Forum; Human Rights Watch; Amnesty International Relations; International Crisis Group; Foreign Policy Centre; European Council of Foreign Affairs; Council of Foreign Affairs; and the Brookings Institute. Within the Canadian context, do visit: the Munk Centre for International Studies, University of Toronto; Centre for International Governance Innovation; the Montreal Institute for Genocide and Human Rights Studies, Concordia University; and NPSIA, Carleton University. I. Critical Thinking, Equitable and Inclusive Learning Students are required to read the course readings before each class and be ready to critically engage in class discussion. It is crucial that students understand that this class is meant to cultivate and encourage critical thinking. As well, everyone learns more effectively in a respectful, safe, equitable and inclusive learning environment. I invite you to work with me to create a classroom space that fosters and promotes values of human dignity and respect for diversity. II. Course Website Course materials and notices will be posted on Moodle, which can be accessed via [http://moodle.yorku.ca]. Be sure to check for new information periodically, including guides to help complete your assignments. III. Class Attendance Students are expected to attend and participate actively in lectures and tutorials. IV. Assignment Submission V. Assessment and Grading All grading in the course is conducted by your TA. Your TA is a doctoral candidate in the Graduate Program in Political Science and is an expert in the field of Political Science and International Relations. The course is therefore taught by a team of colleagues that include the Course Director and the doctoral candidate TAs. VI. Reassessing Assignments If you have reason to disagree with a grade you receive from you TA, you must put in writing why you think your grade should be reassessed and give it to your TA. Your TA will then take your written request into consideration and will reassess your assignment. Upon reassessment of your assignment, it is possible for your grade to be either raised or lowered. If, after these steps, you still disagree with your assigned grade, you may request that the Couse Director reassess the assignment. You must put this request in writing with an explanation of why you think the evaluation is incorrect. The Course Director may raise or lower your grade. VII. Late Submission Policy Assignments received later than the due date will be penalized. Late submissions will incur a After 7 days, late assignments will NOT be accepted. VIII. Extensions I have given you advance notice of submission dates, so please arrange your schedule accordingly. Therefore, I am very unlikely to change due dates or make exceptions for circumstances such as extracurricular activities, busy schedules, computer problems, etc. However, exceptions to the late submission policy for valid reasons such as illness, compassionate grounds, etc., may be considered but will require supporting documentation (e.g., a doctor’s letter). Please see your TA as soon as possible, so you can discuss a mutually satisfactory solution. IX. Students with Special Needs Students with disabilities and special needs may request appropriate academic accommodations, as outlined in the York University Senate policy statement: “Academic Accommodation for Students with Disabilities (Policy)” [Refer to: https://secretariat-policies.info.yorku.ca/policies/academic-accommodation-for-students-with-disabilities-policy/]. Students are advised to see the Course Instructor as soon as possible, so that the appropriate arrangements can be made. X. Religious Holidays Please see me as soon as possible (in advance of any holiday) to arrange a means of covering any class material you plan to miss for religious holidays. XI. The Learning Commons If you require any additional support with academic writing, library assistance and research skills, etc., you may want refer to the Learning Commons website for further information on the wide range of academic support available for students on campus: [http://learningcommons.yorku.ca]. XII. Technological Devices in the Classroom I have confidence in students, and believe students will use technological devices for mainly academic purposes. My laptop, tablet and mobile phone policy is informed by my personal outlook on the world, and also by research and experience teaching at various universities in Canada and around the world. See below two blogs articles that have informed my position on technological devices in the classroom. http://chronicle.com/blogs/conversation/2014/09/23/dont-ban-laptops-in-the-classroom/ https://illinois.edu/blog/view/25/87314 Just so you are able to make a personal decision for yourself, here is some research-based perspectives that differ from our own classroom policy. https://www.brookings.edu/research/for-better-learning-in-college-lectures-lay-down-the-laptop-and-pick-up-a-pen/ http://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away http://chronicle.com/blogs/linguafranca/2014/08/25/why-im-asking-you-not-to-use-laptops/ http://www.newyorker.com/tech/elements/the-case-for-banning-laptops-in-the-classroom XIII. Change of the Syllabus I reserve the right to amend the schedule of meetings, content and evaluation scheme listed in this syllabus, as might become necessary based on events throughout the semester. Any changes to the syllabus will be announced in class and students will receive an amended syllabus (which will be available on Moodle). Your grade in this course will be based on a variety of assessment criteria. Autobiographical Reflexivity: The Self and IR Thinkers 15 % IR Theory and Practice: Comparative Essay 25 % In-class Exam (Fall 2019) 20 % In-class Exam (Winter 2020) 20 % Tutorial Participation 20 % Autobiographical Reflexivity: Self and IR Thinkers 15% of final grade Students are required to write a think piece (500-1,250 words) about their personal perspectives on global issues, using personal narratives (does your personal “story” have an impact on how your see the world?). Students must also select an IR thinker, and through an understanding of their “story” must decide whether their life “narrative” may have influenced a specific idea/theory they developed or espoused. Students will be required at read ONE piece of academic work (at least 10 pages) written by the author. See pages 18-19 for additional information. IR Theory and Practice: Comparative Essay 25% of final grade Students are required to write an essay of 1,500-1,750 words in length (excluding the bibliography). Anything beyond 1,750 will not be read or marked. The essay must present a clear and detailed argument addressing the question posed below , and must also discuss TWO IR theoretical approaches . A minimum of 3 academic sources must be used. Sources should be listed in a bibliography, and quotations should be acknowledged where necessary. Please refer to page 20 for the essay evaluation form. Which theoretical approach offers the best understanding of one of key issues discussed in the Winter semester? Answer by comparing at least two IR theoretical approaches (or theories). Some of the key issues to consider (see Winter semester topics): effectiveness of the UN; climate change, environmental degradation; global trade, inequality; poverty and international development; war; international security; terrorism; nuclear weapons proliferation; humanitarian intervention. You can pick a more specific topic within the broad topic (e.g., the Paris agreement; North Korea and nuclear weapons; the war in Yemen; achieving sustainable development goals (SDGs), etc.) Some of the IR theories/approaches to consider (see Fall semester topics): Realism; Liberalism; Marxist approaches; Critical Theory; Poststructuralism; Feminism; Post-colonialism; Queer international theory; Green theory; and Constructivism In-class Examinations (Fall 2019, Winter 2020) 40% of final grade There will be TWO in-class examinations (each worth 20% of the final grade), and will cover the topics discussed in each of the semesters (Fall semester and Winter semester). The exams will be based on the material covered in the assigned readings, lectures and tutorials. The format of the examination may be short answer and/or essay style. Further guidance on the exams will be provided at a later date. Attendance and Participation 20% of final grade Students are expected to attend all lectures and tutorials. Your participation grade is based on the quality of your involvement in your tutorial discussions. Simply attending your tutorial is not sufficient grounds for a passing participation mark. You must read the assigned readings and participate actively and effectively in class discussions. If you have further questions about participation, or want to know where you stand at any point in the year, please speak to your TA. We do understand that sometimes students are shy or uncomfortable speaking in front of groups of people. If this applies to you, please speak to your TA early in the first term so that they can assist you in developing this very important professional skill. Introduction and Overview of the Course No tutorials today Select any TWO of the following: · *** WATCH: Wangari Maathai, Be a Hummingbird, The Green Belt Movement [Available online: http://www.greenbeltmovement.org/get-involved/be-a-hummingbird ] · *** WATCH: Taiye Selasi, “Don’t Ask Where I’m From, Ask Where I’m a Local”, TEDGlobal 2014 [Available online: https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en] · *** WATCH: Chimamanda Ngozi Adichie, “The Danger of A Single Story,” TEDGlobal 2009 [Available online: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en] · *** WATCH: Diane Hill, “Forgotten Narrative: The First Nations Reality”, TEDxUTSC, 3 March 2016 [Available online: https://www.youtube.com/watch?v=HOAYbxJGgDQ ] · *** WATCH: David Miliband, “The Refugee Crisis is a Test of Our Character”, TED, 2017 [Available online: https://www.ted.com/talks/david_miliband_the_refugee_crisis_is_a_test_of_our_character] · *** WATCH: Alexander Betts, “Why Brexit Happened – and What to Do Next,” TEDSummit, 2016 [https://www.ted.com/talks/alexander_betts_why_brexit_happened_and_what_to_do_next?language=en] · *** READ: Benjamin Bratton, “We Need to Talk About TED”, The Guardian, 30 December 2013 [Available online: https://www.theguardian.com/commentisfree/2013/dec/30/we-need-to-talk-about-ted ] What are the sources (family, friends, upbringing, books, media, teachers, workplace, etc.) of your personal views on various international issues? How do you understand citizenship? Does a country have any responsibility to people beyond its borders? Where is your “home”? What is a global citizen, and would you identify as a global citizen? How do these questions influence your views of global issues? Do you have the ability to change something that is happening in Toronto, Ontario/province, Canada, the world? Required Reading: Textbook - Baylis/Smith/Owens, Chapter 2 (Lawson) Select any TWO of the following: · *** READ: Fred Halliday, “The Revenge of Ideas: Karl Polanyi and Susan Strange,” openDemocracy, 24 September 2008 [Available online: https://www.opendemocracy.net/article/the-revenge-of-ideas-karl-polanyi-and-susan-strange] · *** READ: Truth and Reconciliation Commission of Canada, TRC Reports and Findings, 2015 [Available online: http://www.trc.ca/websites/trcinstitution/index.php?p=905] · *** READ: Marc Parry, “Uncovering the Brutal Truth about the British Empire: Crushing of the Mau Mau Uprising”, The Guardian, 18 August 2016 [Available online: https://www.theguardian.com/news/2016/aug/18/uncovering-truth-british-empire-caroline-elkins-mau-mau] · *** READ: Kate Brady, “Germany Officials Refer to Herero Massacre as Genocide,” Deutsche Welle (DW), 13 July 2016 [Available online: http://www.dw.com/en/germany-officially-refers-to-herero-massacre-as-genocide/a-19396892 ] What is international order? What roles were played by industrialization, colonialism, and changing technologies in the rise of the nation-state? How did authority shift and consolidate? Does Karl Polanyi’s analysis on the construction of post-1945 economic system make sense in today’s world? Is colonialism still relevant in today’s world – why or why not, in what ways? Required Reading: Textbook - Baylis/Smith/Owens, Chapters 3 (Scott) and 4 (Cox) *** READ: Kenneth Andres, “Analysis of E.H. Carr’s “The Historian and His Facts”,” Medium, 16 September 2016 [Available online: https://medium.com/@kennethandres/analysis-of-e-h-carrs-the-historian-and-his-facts-d59e7ac687ee ] Why is history important when discussing international politics? How do we choose what is important when thinking about history? What makes particular events worthy of inclusion in the historical record, while others seem to be forgotten or ignored? Required Reading: Textbook – Baylis/Smith/Owens, Chapter 6 (Dunne/Schmidt) *** READ: Stephen M. Walt, “The World Wants You to Think Like a Realist,” Foreign Policy, 30 May 2018 [Available online: https://foreignpolicy.com/2018/05/30/the-world-wants-you-to-think-like-a-realist/ ] *** READ: John Mearsheimer, “John Mearsheimer on Power as the Currency of International Relations, Disciplining US Foreign Policy, and Being an Independent Variable”, Theory Talk #49, 24 June 2012 [Available online: http://www.theory-talks.org/2012/06/theory-talk-49.html ]. What is realism? What is the difference between various “Realisms” and causes of war? Is conflict and war inevitable in an anarchic international system? Is achieving security the most important thing a state can do? What is ‘rationality’ for realists? Required Reading: Textbook – Baylis/Smith/Owens, Chapter 7 (Dunne) *** READ: Daniel Deudney and G. John Ikenberry, “Liberal World: The Resilient Order,” Foreign Affairs, July/August 2018, pp. 16-24 [Available online: https://scholar.princeton.edu/sites/default/files/gji3/files/05_deudney_ikenberry.pdf ] *** READ: Robert Keohane, “Robert Keohane on Institutions and the Need for Innovation in the Field”, Theory Talk #9, 29 May 2008 [Available online: http://www.theory-talks.org/2008/05/theory-talk-9.html ]. What is liberalism? Why do liberals believe in ‘progress’? Is democracy and economic liberalization the basis for creating peace and equality in the world? Are international organizations necessary for global peace and order? Do you agree with the analysis of Deudney and Ikenberry? Required Reading: Textbook – Baylis/Smith/Owens, Chapter 8 (Hobden/Jones) *** READ: Robert W. Cox, “Social Forces, States and World Orders: Beyond International Relations Theory”, Millennium: Journal of International Studies, 10, 126, 1981, pp. 135-144. [Available online] *** READ: Keeanga-Yamahtta Taylor, “Bernie Sanders’ Democratic Socialism Speech was a Landmark”, Jacobin, 18 June 2019 [Available online: https://www.jacobinmag.com/2019/06/bernie-sanders-socialism-speech-capitalism-primary ]. *** WATCH: Amy Goodman and Boots Riley (interview), “Boots Riley on His Anti-Capitalist Film “Sorry to Bother You,” The Power of Strikes and Class Struggle,” Democracy Now! , 3 September 2018 [Available online: https://www.democracynow.org/2018/9/3/boots_riley_on_his_anti_capitalist] Marxism is not relevant in a capitalist world - discuss. What is the relationship between capitalism and war? What is meant by ‘core’ and ‘periphery’? What is the Marxist critique of neoliberalism? Can Marxist approaches solve various global issues – why or why not? Select any TWO readings below, as required reading for the weeks 9 and 10: · Poststructuralism: Textbook – Baylis/Smith/Owens, Chapter 10 (Hansen) · Feminism: Textbook – Baylis/Smith/Owens, Chapter 12 (Kinsella) · Post-colonialism: Textbook – Baylis/Smith/Owens, Chapter 11 (Sylvester) · Green Politics: Matthew Paterson, “Green Politics,” in Scott Burchill, et.al., Theories of International Relations (New York: Palgrave, 2013), pp. 277-285. [Available on Moodle] · Queer International Theory: Cynthia Weber, "Why is There No Queer International Theory?", European Journal of International Relations, 21, 1, 2015, 27-51. [Available online] Select any TWO of the following: · *** WATCH: Vox, Why All World Maps Are Wrong, 2 December 2016 [Available online: https://www.youtube.com/watch?time_continue=97&v=kIID5FDi2JQ ] · *** READ: David Campbell, “Famine Coverage, from Malawi to East Africa”, Imagining Famine, blog, 1 September 2011 [Available online: http://www.imaging-famine.org/blog/index.php/2011/09/famine-coverage-from-malawi-to-east-africa/] · *** READ: Marysia Zalewski, “Marysia Zalewski on Unsettling IR, Masculinity and Making IR Theory Interesting (again)”, Theory Talk #28, 16 April 2009 [Available online: http://www.theory-talks.org/2009/04/theory-talk-28.html ]. · *** READ: Kimberly Hutchings, “Kimberly Hutchings on Quiet as a Research Strategy, the Essence of Critique, and the Narcissism of Minor Differences”, Theory Talk #73, 10 October 2016 [Available online: http://www.theory-talks.org/2016/10/theory-talk-73-kimberly-hutchings.html ]. · *** WATCH: Roxane Gay, Confessions of a Bad Feminist, Ted Talks, May 2015. [Available online: https://www.ted.com/talks/roxane_gay_confessions_of_a_bad_feminist] · *** READ: Deisy Salas, “A Comparative Analysis of Angela Davis and Gayatri Spivak,” Medium, 25 March 2017 [Available online: https://medium.com/applied-intersectionality/comparative-analysis-between-angela-davis-and-gayatri-spivak-ff5ef6a9974 ] · *** READ: Markus Thiel, “Introducing Queer Theory in International Relations,” e-International Relations, 7 January 2018 [Available online: https://www.e-ir.info/2018/01/07/queer-theory-in-international-relations/] · *** READ: Kyle Powys Whyte, “Why the Native American Pipeline Resistance in North Dakota is About Climate Justice,” The Conversation, 16 September 2016 [Avaiable online: https://theconversation.com/why-the-native-american-pipeline-resistance-in-north-dakota-is-about-climate-justice-64714 ] How should global problems be solved? Critical theories cannot help us solve the world’s problems – discuss. How do systems of binary opposition impact the theory and practice of international politics? Is feminism only about women, post-colonial theory only about race and imperialism, queer theory only about LGBTQI2-S, green theory only about the environment? Are green theory approaches helpful to tackle issues such as climate change, why or why not? Are critical theories helpful in our understanding of international politics – why or why not? Required Reading: Textbook – Baylis/Smith/Owens, Chapter 9 (Barnett) *** READ: Zack Beauchamp, “What Blank Panther Can Teach Us About International Relations,” Vox, 27 February 2018 [Available online: https://www.vox.com/culture/2018/2/27/17029730/black-panther-marvel-killmonger-ir ]. *** WATCH: Soomo Learning, Theory in Action: The War in Iraq, 21 June 2012 [Available online: https://www.youtube.com/watch?v=XUF-T5JubDg] Constructivism is a catch-all for all IR theories - discuss. What does it mean to say that the world is constructed, or ‘constituted’ through political action? How can we analyze identity, culture, and norms in the study of war and peace? Required Reading: Christopher Hill, Foreign Policy in the Twenty-First Century (London: Palgrave, 2016), pp. 1-31. [ Available on Moodle ] *** SKIM: Robert D. Blackwill, Trump’s Foreign Policies Are Better Than They Seem, Council on Foreign Relations, Council Special Report No. 84, April 2019 [Available online: https://www.cfr.org/report/trumps-foreign-policies-are-better-they-seem ]. *** READ: Hal Brands, “Trump’s True Foreign Policy: Chaos”, Bloomberg Opinion, 20 August 2019 [Available online: https://www.bloomberg.com/opinion/articles/2019-08-20/trump-s-true-foreign-policy-chaos ]. *** SKIM: Global Affairs Canada, Canada and the World [Available online: http://international.gc.ca/world-monde/index.aspx?lang=eng] How are foreign policy decisions made? How should be understand rationality and decision-making? What factors influence and constrain foreign policy decision-making in a state? Are cognitive approaches helpful to understand decision-making? Compare the foreign policy decisions of two leaders or countries? Required Reading: Baylis/Smith/Owens, Chapter 21 (Curtis/Taylor) *** BROWSE: UN Organizational Chart [Available online: http://www.un.org/en/aboutun/structure/pdfs/UN%20System%20Chart_ENG_FINAL_MARCH13_2017.pdf ] *** READ: Rosa Freedman, “How to Make the United Nations Fit for Purpose in a New Globalised Era,” The Conversation, 18 January 2017 [Available online: https://theconversation.com/how-to-make-the-united-nations-fit-for-purpose-in-a-new-globalised-era-71022 ]. What is the relationship between the UN and states? How can the United Nations effectively solve global issues? Are other organizations more effective, such as regional organizations or non-governmental organizations (NGOs)? Is the UN a useful body – why or why not? Required Reading: Baylis/Smith/Owens, Chapter 24 (Vogler) Select any TWO of the following: · *** READ: Garrett Hardin, “The Tragedy of the Commons,” Science, 162, 3859, 13 December 1968, pp. 1243-1248 [Available online: http://science.sciencemag.org/content/162/3859/1243] · *** BROWSE: UN Framework Convention on Climate Change, “The Paris Agreement,” 2016. [Available online: http://unfccc.int/paris_agreement/items/9485.php ] · *** WATCH: Amy Goodman and Asad Rehman (interview), “Climate Change and Inequality are Driving War and Catastrophic Conflicts from Syria to Africa,” Democracy Now! , 3 December 2015 …